Student academic success as related to student age and gender

This study examined the possible relationship between student age and student gender on academic achievement on a state mandated assessment for a cohort of North Georgia elementary school students in their first, second, and third grade years. Study results indicated that student age had a statistically significant impact on academic achievement for students in their first and third grade years on the mathematics portion of the assessment. Older students within the cohort scored at higher academic levels of achievement on the mathematics assessment than did younger students. Student age did not have an impact on scores for the reading portion of the assessment. Study results also indicated that student gender did not impact achievement scores on either the mathematics or reading portion of the assessment. Implications from the results suggest a need to include gender sensitivity training for teachers, increased mathematics support for younger students, and parent education workshops.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Voyles, Margaret Jennifer

Contributors dc:contributor

• Petzko, Vicki
• Miller, Ted; Wingate, Kim; Wright, Tim
• College of Health, Education, and Professional Studies

• Academic achievement
• Birth date effect (Academic achievement)
• Sex differences in education

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/85

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1085